Curriculum Design

The curriculum design is derived from the mission and philosophy of the Occupational
Therapy Program. The philosophy statements regarding life-long learners, occupation,
and the Occupational Therapy profession are the foundational core for the entire curriculum
design. Our design is driven by the content domain of the occupational nature of humans,
within the physical, cultural, temporal, social, emotional, and spiritual contexts.
To become successful occupational therapy practitioners, learners must develop and
build the professional competencies of self-discovery, creativity, clinical reasoning,
and ethical reasoning. Cultivation of skills in evidence-based practice, and the ability
to be a change agent for clients and the profession complete the set of professional
competencies required for practitioners in an ever-changing world.

The plan for selecting and sequencing the program content is the curriculum design.
It is based on Knowles’ (1970) adult learning theory and Dewey’s (1938) inquiry based
learning. Dewey’s four points of inquiry, communication, construction, and expression,
provide the curriculum framework for developing life-long learners. The program recognizes
that occupational therapy is a dynamic and constantly evolving profession.